conduct and understandings as regards the use of libraries especially the

Conduct and understandings as regards the use of

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conduct and understandings as regards the use of libraries, especially the university library, and the electronic resources provided (Repanovici and Landoy 2014 ). One result from the survey was that students both in Bergen and Brasov pre- ferred the Internet as an information source, and access from home. At the same time, we found that they were not knowledgeable about evaluation of electronic information resources, notions of ethics, plagiarism, and communication of the results in scienti fi c research. This was, therefore, taken into consideration when planning information literacy trainings (Repanovici and Landoy 2014 ). We also took care to evaluate the courses as they were developed and given. Post-training evaluations from the students were compared, and used as basis for further development of training. Students fi nd these courses useful and relevant. In evaluations, they give high marks for relevance, and they also comment upon this when asked either in writing or orally. When asked what they fi nd relevant, the answers cover both the practical tools for fi nding information (databases, journals, other resources), as well as the new knowledge in searching and evaluating information. Flattering enough for the library and the actual librarian, students also give the library high marks for per- formance, and for the conception of the course. (Repanovici and Landoy 2007 ). We also discovered that students would regard the course as more relevant if it included actual tasks as a starting point, and that it would be offered exactly when they needed it. Keeping the students concerns about their use of time in mind when planning, could mean that we used different search examples for different groups of students. We were told, by professors and university teaching staff, that their stu- dents had learned new information literacy skills. They were also set free from using tutorial time to show students how to evaluate information and how to cite. The university teaching departments kept asking for courses for more student groups at more levels (Repanovici and Landoy 2007 ). Information literacy is about dealing with information overload how to choose and decide what is useful and trustworthy. Hence, the focus of information literacy training was different in Bergen, which had a large number of electronic infor- mation resources in 2007, than in Brasov, which had much fewer electronic resources. Our latest research in students attitudes is given as follows. In 2016, we conducted a web-survey with Survey Monkey among Transylvania University of Brasov engineering students, and interviews in Bergen. In Brasov, there were 105 respondents: 27% male, 73% female; 39% in their fi rst year and 43% in their 4th year. The students ages were 18 21: 38%, 22 23: 50%, and over 24: 12%.
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